Waido 8th Grade History II. The Cold War A. Unit A. Origins of the Cold War
Post WWII devastation in Europe, Marshall plan, Bretton Woods Conference
Western fear of communist expansion, Soviet fear of capitalist influences
Truman Doctrine, policy of containment of communism
Formation of NATO, Warsaw Pact The “Iron Curtain” Berlin Airlift Eastern European resistance, Hungrarian Revolution, Berlin Wall, Prague Spring B. The Korean War Inchon, Chinese entry, removal of MacArthur Partition of Korea, truce line near the 38th Parallel C. America In the Cold War
McCarthyism, House Unamerican Activities Committee, “Witch Hunts”
Hollywood Blacklist Spy cases: Alger Hiss, Julius and Ethel Rosenberg
The Eisenhower Years
Secret Operations, CIA, FBI counterespionage, J. Edgar Hoover, U2 incident Soviet Sputnik satellite, “Missle Gap,” Yuri Gararin Eisenhower’s farewell speech, the “military industrial complex”
The Kennedy Years, “Ask not what your country can do for you…”
Attack on organized crime, Robert Kennedy Cuban Missle Crisis, Fidel Castro, Bay of Pigs invasion Nuclear deerrence, “mutual assured destruction,” Nuclear Test Ban Treaty Kennedy assassination in 1963, Lee Harvey Oswald, Warren Commision
Space Exploration, U.S. moon landing, Neil Armstrong
American cultue in the ‘50s and ‘60s
Levittown and the rise of suburban lifestyle, automobile-centered city planning Television Baby boom generation, rock and roll, Woodstock festival, 26th Amendment Outline of the Cold War (1945 to 1991) I. President Harry S. Truman (1945 to 1953) A. Post WWII Europe in ruins B. Marshall Plan D. Truman Doctrine E. NATO – North Atlantic Treaty Organization F. Warsaw Pact G. Berlin Airlift E. The Korean War (1950-1953) 1. communist North Korea invades non-communist South Korea 1. Douglas MacArthur leads UN invasion at Inchon 2. China enters the war 3. firing of General Douglas MacArthur 4. armistice and the DMZ II. President Dwight D. Eisenhower (1953 to 1961) A. Partition of Korea at the 38th Parallel B. McCarthyism 1. Red Scare “witch hunts” and Hollywood blacklists 2. House Un-American Activities Committee 3. Alger Hiss 4. Julius and Ethel Rosenberg executed for selling atomic secrets to Soviets C. U-2 Spy Plane Incident D. French Indochina War (including North and South Vietnam) 1. communist leader of North Vietnam, Ho Chi Minh 2. South Vietnamese communists, Viet Cong (VC, Victor Charlie, Charlie) 3. French withdrawal after defeat at Dien Bien Phu (1954) 5. domino theory 6. American military advisers and military support to Ngo Dihn Diem E. USSR’s Sputnik is first artificial satellite – Space Race begins F. “military industrial complex” G. 1959 Cuban Revolution and Fidel Castro III. President John F. Kennedy (1961 to 1963) A. Cuba 1. Bay of Pigs Invasion embarrasses Kennedy 2. Cuban Missile Crisis – October 1962 a. Soviet leader Khrushchev delivers missiles to Cuba b. Kennedy orders quarantine c. nuclear war avoided B. Space Race 1. Soviet cosmonaut Yuri Gagarin first person to orbit Earth 1961 2. American astronaut John Glenn first American to orbit Earth 1962 3. JFK commits nation to goal of putting man on the man by the end of the decade C. Vietnam 1. increased American involvement up to 16,000 troops 2. Special Forces (the Green Berets) to train and advise South Vietnamese troops 3. Buddhists (Asian?) and Catholics (French?) 4. America supports coup by South Vietnamese Army 5. Ngo Dinh Diem assassinated November 1963 (JFK assassinated weeks later) IV. President Lyndon B. Johnson (1963 to 1969) A. Vietnam War 1. Gulf of Tonkin Incident and Gulf of Tonkin Resolution 1964 2. Da Nang, 1965 3. escalation to over 500,000 troops in Vietnam 4. Tet Offensive January 1968 5. My Lai Massacre March 1968 B. Domestic Dream of Great Society lost in the Jungles of Vietnam V. President Richard M. Nixon (1969 to 1974) A. Vietnam War Comes to an End 1. Vietnamization 2. secret invasion of Cambodia 3. growing anti-war movement 4. Paris Peace Talks 5. B-52’s bomb Hanoi 6. January 1973 Peace Agreement a. American failure b. over $100,000,000,000 (100 billion dollars) c. over 58,000 American dead d. “20 to 1 and we lost” B. Nixon visits China C. Nixon visits the Soviet Union 1. Strategic Arms Limitation Treaty (SALT) 2. détente VI. Gerald Ford (1974 to 1977) A. continued Nixon’s policy of détente B. increased trade with China after Mao’s death C. Helsinki Accords with Soviet Union 1. pledge to respect human rights 2. new trade agreements VII. Jimmy Carter (1977 to 1981) A. foreign policy based on human rights 1. governments should respect human dignity and liberties of citizens b. 125,000 Cubans float to Florida B. SALT II fails C. Soviets invade Afghanistan in 1979 1. economic sanctions 2. American boycott of 1980 Moscow Olympics VII. Ronald Reagan (1981 to 1989) A. calls Soviet Union “evil empire” B. “To be prepared for war, is one of the most effective means of preserving the peace.” C. military buildup challenges Soviet Union to keep up D. Soviet Boycott of 1984 Los Angeles Olympics E. SDI (Strategic Defense Initiative) or “Star Wars” F. invasion of Grenada G. Iran-Contra 1. weapons sales to Iran 2. money sent to Nicaraguan Contras 3. Lt. Col. Oliver North (USM) H. Mikhail Gorbachev (new reform-minded leader of the Soviet Union, 1985) 1. glasnost (openness) and perestroika (political and economic reforms) 2. signs INF (Intermediate-Range Nuclear Forces Treaty) I. “Mr. Gorbachev, tear down this wall.” – Ronald Reagan (1987 speech at Berlin Wall) IX. George H.W. Bush (1989 to 1993) A. START – Strategic Arms Reduction Treaty B. “iron curtain” is raised 1989-1991 1. Lech Walesa and Solidarity force elections in Poland 2. demonstrators fill streets of Eastern European cities 3. Berlin Wall falls (November 9, 1989) 4. Gorbachev arrested by hard-line communists (coup d'état attempt) 5. defeat of coup leads all 15 republics of USSR to declare independence 6. December 25, 1991 – Soviet Union collapses B. Standards to be addressed in the unit: Core Knowledge Standards A. Origins of Cold War HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period B. The Korean War HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7) HIS.8.5.G explain specific ways in which events in each of the preceding wars affect us today (how was our nation changed by this war) HIS.8.5.H locate and interview veterans of World War II, Korea, and Vietnam (prepare written reports of interviews) GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period C. America in the Cold War HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others HIS.8.6.C compare the non-violent “passive resistance” movements of Martin Luther King, Jr. and Mahatma Gandhi with political change forced through violence (e.g. Castro/Cuba, Mao Tse-tung/China, American Revolution, the War Between the States, etc.) GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period Colorado State Standards HISTORY 1. Students understand the chronological organization ofhistory and know how to organize events and people intomajor eras to identify and explain historical relationships. 2. Students know how to use the processes and resources ofhistorical inquiry*. 3. Students understand that societies* are diverse* and havechanged over time. 4. Students understand how science, technology, and economicactivity have developed, changed, and affected societiesthroughout history. 5. Students understand political institutions and theories thathave developed and changed over time. 6. Students know that religious and philosophical ideas havebeen powerful forces throughout history. GEOGRAPHY 1. Students know how to use and construct maps, globes, and othergeographic tools* to locate and derive information about people,places, and environments. 2. Students know the physical* and human characteristics* of places, and use this knowledge to define and study regions* and theirpatterns of change. 3. Students understand how physical processes* shape Earth’s*surface patterns* and systems*. 4. Students understand how economic, political, cultural, and socialprocesses* interact to shape patterns of human populations,interdependence*, cooperation, and conflict. 5. Students understand the effects of interactions between human*and physical systems* and the changes in meaning, use,distribution*, and importance of resources*. 6.Students apply knowledge of people, places, and environments tounderstand the past and present and to plan for the future. CIVICS 1.Students understand the purposes of government,and the basic constitutional principles* of the UnitedStates republican form of government. 2.Students know the structure and function of local,state, and national government and how citizeninvolvement shapes public policy. 3.Students know the political relationship of theUnited States and its citizens to other nations and toworld affairs. 4.Students understand how citizens exercise the roles,rights and responsibilities of participation in civic life*at all levels - local, state and national. ECONOMICS
1. Students understand that because of the condition of scarcity*, decisions must be made about the use of resources*. 2. Students understand how different economic systems impact decisions about the use of resources and the production* and distribution of goods* and services*. 3. Students understand the results of trade, exchange, and interdependence* among individuals, households, businesses, governments and societies. NCSS - Social Studies Standards I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, II, Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. III, People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments, IV. Individual Development & Identity Social studies programs should include experiences that provide for the study of individual development and identity. V. Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. VI. Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. VII. Production, Distribution, & Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. VIII. Science, Technology, & Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. IX. Global Connections Social studies programs should include experiences that provide for the study of global connections and independence, X. Civic Ideals & Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic,democratic republican form of government. C. At the end of this unit of study, students: D. Big ideas or concepts and essential questions this unit investigates: Themes that connect this unit to other units of study in this course: Key Terms associated with this unit Army-McCarthy Hearings Congressional hearings that took place in 1954 as a result of Wisconsin senator Joseph McCarthy accusing ranking U.S. Army officers of being Communists and Soviet spies. Tens of millions of Americans watched the televised courtroom proceedings as McCarthy publicly humiliated himself without offering a shred of evidence. The hearings earned McCarthy an official censure from his fellow senators, finished his political career, and effectively ended the Red hunts. Bay of Pigs Invasion President John F. Kennedy’s failed plan to invade Cuba and topple revolutionary leader Fidel Castro with an army of CIA-trained Cuban exiles in 1961. Although Kennedy had originally intended to use the U.S. Air Force to help the exiled Cubans retake the island, he unexpectedly withdrew support shortly before the operation started. As a result, the invasion failed utterly, actually consolidated Castro’s power, and pushed Cuba into signing a treaty with the Soviet Union. Berlin Airlift The dropping of thousands of tons of food and medical supplies to starving West Berliners after Joseph Stalin closed off all highway and railway access to the city in mid-1948. Stalin hoped to cut off British, French, and American access to the conquered German city, but President Harry S Truman, determined not to lose face or the city, ordered American military planes to drop provisions from the air. The blockade was foiled, and Stalin finally lifted it in 1949. Containment A U.S. foreign policy doctrine that argued that the Soviet Union needed to be “contained” to prevent the spread of Communism throughout the world. First formulated by State Department analyst George Kennan during the Truman administration, it suggested that the United States needed to fight Communism abroad and promote democracy (or at least anti-Communist regimes) worldwide. Policy makers tied it closely with the domino theory. Kennan’s idea eventually developed into the single most important tenet of American foreign policy through the Cold War until the collapse of the Soviet Union in 1991. Cuban Missile Crisis The crisis that occurred when Cuban leader Fidel Castro sought economic and military assistance from the Soviet Union after the United States’ failed 1961Bay of Pigsinvasion. The Soviet premier, Nikita Khrushchev, capitalized on the failed invasion, allied with Castro, and secured from Castro the right to place nuclear missiles in Cuba. Upon learning of the missiles, President John F. Kennedy ordered a naval blockade of the island in 1962 and demanded that Khrushchev remove them. Nuclear war seemed imminent until Khrushchev finally backed down, promising to remove the missiles if Kennedy ended the blockade. The United States complied and also agreed to remove from Turkey nuclear missiles aimed at the USSR. The Communist Party leadership in the USSR removed Khrushchev from power in 1964 for having backed down in the standoff. Dien Bien Phu A site in Vietnam where an important French outpost fell to Ho Chi Minh’s pro-Communist forces in 1954. After this defeat, an international conference in Geneva split Vietnam into two nations—North Vietnam and South Vietnam—with the dividing line at the 17th parallel. Ho Chi Minh established a government in the city of Hanoi in North Vietnam, while U.S.-backed Ngo Dinh Diem took control of the South Vietnamese government in Saigon. Domino Theory The belief that if the United States allowed one country to fall to Communism, then many more would follow suit, like a row of dominoes. Many foreign policy thinkers subscribed to this theory at the height of the Cold War, and this led the United States to support anti-Communist regimes throughout the world, whether or not they upheld democratic ideals. The domino theory also provided the primary rationale behind Lyndon Johnson’s massive escalation of the conflict in Vietnam to full-scale war. Flexible Response A doctrine of containment that provided for a variety of military and political strategies that the president could use to stem the spread of Communism. The flexible response plan was developed by Defense and State Department officials in the Kennedy administration who felt that Eisenhower’s “massive retaliation” doctrine restricted the president’s options too much. House Un-American Activities Committee (HUAC) A committee established in 1938 by the House of Representatives to investigate individual Americans or organizations who might be linked to the Nazis or the Ku Klux Klan. After World War II, as fear of the Soviet Union spread, HUAC was used to investigate those suspected of having ties to Communism or of being Soviet agents. Congressman Richard M. Nixon played a key role on the committee and used his power to prosecute many, including federal employee Alger Hiss in 1950. Marshall Plan A plan devised by President Harry S Truman and Secretary of State George C. Marshall that committed over $10 billion to rebuilding Western Europe after World War II. Although the Soviet Union fiercely opposed the plan, Truman knew that rebuilding the region would provide stability and prevent another world war. The Marshall Plan was highly successful and enabled British, French, Italian, and German factories to exceed prewar production levels within just a few years. Massive Retaliation A primary component of Dwight D. Eisenhower’s New Look foreign policy that threatened massive nuclear retaliation against the Soviet Union for any Communist aggression abroad. Designed to save the U.S. government money on defense spending, this policy effectively tied Eisenhower’s hands because it limited his options when addressing smaller crises, such as the 1956Hungarian Revolution. Kennedy later dropped the threat of massive retaliation in favor of the doctrine of “flexible response,” which gave the president more options. Montgomery G.I. Bill A bill passed in 1944 that provided federal grants for education to returning World War II veterans. Also known as the Servicemen’s Readjustment Act, the bill also awarded federal loans to vets to purchase new homes, farms, and businesses. Millions of veterans took advantage of these grants and loans to go back to school and purchase new suburban homes, making the act one of the most significant pieces of postwar legislation. National Security Act An act passed in 1947 that reorganized the U.S. military and espionage services in order to better meet the Soviet threat. The act placed the armed forces under the new secretary of defense and Joint Chiefs of Staff and also created the Central Intelligence Agency and the National Security Council to advise the president. National Security Council Memorandum 68 (NSC-68) A classified 1950 proposal that the United States quadruple defense and military spending in order to counter the Soviet threat. NSC-68 set a precedent for increasing defense spending throughout the Cold War, especially after North Korean forces attacked South Korea in June 1950. New Frontier Kennedy’s collective bundle of domestic policies, which called for increased social welfare spending to tackle the growing poverty rate. Opposition in Congress from Republicans and southern Democrats, however, blocked the passage of most New Frontier legislation. North Atlantic Treaty Organization (NATO) An organization formed in 1949 that bound the United States, Canada, most of Western Europe, and later Greece and Turkey together in a mutual pact of defense against the USSR and Eastern bloc countries. The treaty had the additional effect of permanently tying American interests to political and economic stability in Europe. Red Hunts The wrongful persecutions of thousands of Americans for being Communists or Soviet spies that took place in the 1940s and 1950s and were led by the Loyalty Review Board and the House Un-American Activities Committee. Congressman Richard Nixon, Senator Joseph McCarthy, and others led these Communist “witch hunts,” often without any shred of evidence. Liberal playwright Arthur Miller, himself among the accused Communists, criticized the Red hunts and McCarthyism in his critically acclaimed play The Crucible, which dealt with the Salem witch trials in seventeenth-century New England. Space Race The Cold War competition between the United States and the Soviet Union for primacy in the exploration of outer space. The space race was prompted by the USSR’s launch of the first orbiting space satellite, Sputnik I , in 1957. The Sputnik launch prompted President Eisenhower to form NASA and Kennedy to push for a lunar landing by the end of the 1960s. Sputnik I and Sputnik II The first orbiting space satellites, launched by the Soviet Union beginning in 1957. The launch of these satellites astonished the world and scared many Americans into believing that the USSR had the capability to attack the United States with long-range nuclear missiles. President Eisenhower responded by forming the National Aeronautics and Space Administration (NASA) to coordinate American endeavors to explore space. Congress also passed the National Defense Education Act, which provided more federal dollars for science and foreign language instruction in public schools. American and Soviet competition to explore space quickly became known as the space race. Suez Crisis The crisis that erupted after Egypt’s nationalization of the British-controlled Suez Canal, which took place in 1956 after negotiations over international aid among the United States, Great Britain, and Egypt collapsed. Egyptian president Gamal Abdel Nasser nationalized the canal, which links the Red Sea and the Mediterranean Sea. Although Eisenhower protested the move, he also condemned the joint British, French, and Israeli invasion of Egypt to retake the canal. The three nations eventually halted their attack and withdrew, under heavy diplomatic and economic pressure from the United States. Truman Doctrine A doctrine articulated by President Harry S Truman that pledged American support for all “free peoples” fighting Communist aggression from foreign or domestic sources. Truman announced the doctrine in 1947, then convinced Congress to grant Greece and Turkey $400 million to help fight pro-Soviet insurgents. Besides committing the United States to the policy of containment, the language of the Truman Doctrine itself help characterize the Cold War as a conflict between good and evil. U-2 Incident The crisis that arose after the USSR shot down an American U-2 spy plane flying over the USSR on a reconnaissance mission in 1960. President Dwight D. Eisenhower initially denied that the incident occurred until Soviet premier Nikita Khrushchev presented the captured American pilot. The president’s refusal to apologize or halt future spy missions caused the collapse of a joint summit among Great Britain, France, the United States, and the USSR in May 1960. Warsaw Pact A pact signed by the USSR and Eastern European countries under Soviet influence in 1955. By signing the pact, they pledged mutual defense in response to the formation of NATO. Key People: Allen Dulles The director of the CIA under Eisenhower, who advocated extensive use of covert operations. Most notable among Dulles’s initiatives were U.S.-sponsored coups in Iran in 1953 and Guatemala in 1954, which installed pro-American governments in order to curb potential expansion of Communism. Although Eisenhower favored such covert operations because they were relatively low-cost and attracted little attention, the coups in Iran and Guatemala proved rather transparent and caused international anger toward the United States. John Foster Dulles Secretary of state under Eisenhower (and brother of Allen Dulles) who helped devise Eisenhower’s New Look foreign policy. Dulles’s policy emphasized massive retaliation with nuclear weapons. In particular, Dulles advocated the use of nuclear weapons against Ho Chi Minh’s Communist forces in Vietnam. Dwight D. Eisenhower A World War II hero and former supreme commander of NATO who became U.S. president in 1953 after easily defeating Democratic opponent Adlai E. Stevenson. Eisenhower expanded New Deal–era social welfare programs such as Social Security and passed the landmark Federal Highway Act to improve national transportation. However, he cut back funding to other domestic programs to halt what he called “creeping socialism.” His New Look at foreign policy, meanwhile, emphasized nuclear weapons and the threat of massive retaliation against the Soviet Union in order to cut costs and deter the USSR from spreading Communism abroad. Eisenhower committed federal dollars to fighting Communists in Vietnam, resolved the Suez crisis, and authorized CIA-sponsored coups in Iran and Guatemala. Ho Chi Minh The nationalist, Communist leader of the Viet Minh movement, which sought to liberate Vietnam from French colonial rule throughout the 1950s. After being rebuffed by the United States, Ho received aid from the USSR and won a major victory over French forces at Dien Bien Phu in 1954. This French defeat forced the Geneva Conference of 1954, which split Vietnam into Communist-dominated North Vietnam and French-backed South Vietnam. John F. Kennedy The thirty-fifth U.S. president, who set out to expand social welfare spending with his New Frontier program. Kennedy was elected in 1960, defeating Republican Richard M. Nixon. Feeling that their hands were tied by Eisenhower’s policy of “massive retaliation,” Kennedy and members of his foreign policy staff devised the tactic of “flexible response” to contain Communism. Kennedy sent “military advisors” to support Ngo Dinh Diem’s corrupt regime in South Vietnam and formed the Alliance for Progress to fight poverty and Communism in Latin America. He also backed the disastrous Bay of Pigs invasion, which ultimately led to the Cuban missile crisis. In 1963, after Kennedy had spent roughly 1,000 days in office, he was assassinated, and Vice President Lyndon B. Johnson took office. Nikita Khrushchev The head of the Soviet Communist Party and leader of the USSR from 1958 until the early 1960s. Initially, many Americans hoped Khrushchev’s rise to power would lead to a reduction in Cold War tensions. Khrushchev toured the United States in 1959 and visited personally with President Eisenhower at Camp David, Maryland. The U-2 incident and 1962 Cuban missile crisis, however, ended what little amity existed between the two nations and repolarized the Cold War. Party leaders, upset with Khrushchev for having backed down from the Cuban missile crisis, removed him from power in 1964. Douglas MacArthur Five-star American general who commanded Allied forces in the Pacific during World War II. After the war, MacArthur led the American occupation in Japan, helped establish a democratic government there, and in large part rewrote the country’s new constitution outlawing militarism. He later commanded United Nations forces in Korea, driving North Korean forces back north of the 38th parallel after making the brilliant Inchon landing. He ignored Chinese warnings not to approach the North Korean–Chinese border at the Yalu River, however, and was subsequently driven back down to the 38th parallel by more than a million Chinese troops. President Harry S Truman later rejected MacArthur’s request to bomb North Korea and China with nuclear weapons. MacArthur’s public criticism of the president’s decision prompted Truman to remove him from command in 1951. Joseph McCarthy Republican senator from Wisconsin who capitalized on Cold War fears of Communism in the early 1950s by accusing hundreds of government employees of being Communists and Soviet agents. Although McCarthy failed to offer any concrete evidence to prove these claims, many Americans fully supported him. He ruined his own reputation in 1954 after humiliating himself during the televised Army-McCarthy hearings. Disgraced, he received an official censure from the Senate and died an alcoholic in 1957. Gamal Abdel Nasser The nationalist, Communist-leaning president of Egypt who seized the British-controlled Suez Canal in 1956, after economic aid negotiations among Egypt, Great Britain, and the United States fell apart. Nasser’s action precipitated the Suez crisis, in which Eisenhower uncharacteristically backed the Communist-leaning Nasser and cut off all oil exports to Great Britain and France. Richard M. Nixon Republican congressman from California who rose to national fame as a prominent member of the House Un-American Activities Committee in the late 1940s when he successfully prosecuted Alger Hiss for being a Communist. Nixon later served as vice president under Dwight D. Eisenhower from 1953 to 1961. He lost his own bid for the presidency against John F. Kennedy in 1960 but defeated his Democratic opponent eight years later and became president in 1969. Harry S Truman Vice president under Franklin D. Roosevelt who became president upon Roosevelt’s death in April 1945 and successfully carried out the remainder of World War II. Truman was instrumental in creating a new international political and economic order after the war, helping to form the United Nations, NATO, the World Bank, and the International Monetary Fund. His Marshall Plan also helped Western Europe rebuild after the war and surpass its prewar levels of industrial production. Determined not to let the Soviet Union spread Communism, Truman adopted the idea of containment, announcing his own Truman Doctrine in 1947. His characterization of the Soviet Union as a force of “ungodly” evil helped shape the Cold War of the next four decades. He also led the nation into the Korean War but eventually fired General Douglas MacArthur for insubordination. E. Grabber: The innovative, creative approach that will be used on the first day to pique student interest: You are the President Should we drop the Bomb? F. Lecture/Presentation overview: (Should incorporate at least two of the “big five” effective presentation concepts) G. Learning activities calendar: Day by day outline of major events and activities, including a closing assessment activity Lesson 1 WWII Comic Strip Learning Objectives Students will identify key concepts and themes associated with World War II. Standards: Core Knowledge HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7) Colorado Model Standards 1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2. Students know how to use the processes and resources of historical inquiry*. 3. Students understand that societies* are diverse* and have changed over time. 4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5. Students understand political institutions and theories that have developed and changed over time. 6. Students know that religious and philosophical ideas have been powerful forces throughout history. Focus Questions The United States played a vital role in the victory of the Allied forces in World War II. How did the nation’s role in the world expand after the war ended? World War II American Journey Book (pages 802-832) Students will create a comic strip featuring the main points of World War II. If they need help with ideas, please look at the American Journey book to obtain any additional information. Comic Page See Attached… World War II Summary World War II The War that didn’t end all Wars, World War I ·Europe in 1914 was on the brink of war. After an assassination, the nations of Europe were drawn one by one into what would be called the Great War, World War I or “the war to end all wars. ·With the introduction of new types of warfare and new technologies, World War I resulted in destruction on a scale never before imagined. Russian Social Unrest ·The war and social unrest combined to push Russia to the edge of a revolution. ·The events that followed led to Russia’s exit from the war and became a major turning point in world history. The War Ends ·After several years of bloody stalemate-and the entry of the United States into the conflict-the Allied Powers finally prevailed. The peace, however, proved difficult to establish. ·World War I, the bloodiest conflict to that point in history, rearranged European boundaries, but left Germany as a major power. The Versailles Treaty was supported to ensure future peace, but the humiliating terms imposed on Germany produced feelings of resentment that would eventually undo the settlement. ·During the chaotic years following World War I, nationalist feeling increased in Asia and Africa. The resulting unrest continued into the 1930s. Japan Imperializes ·A modernized Japan emerged from World War I as one of the world’s leading powers. Dreams of empire, however, led the country in a dangerous direction. Rise of Dictators in Europe ·The political and social unrest that followed World War I helped totalitarian dictators rise to power in Europe. ·World War II began in September 1939, when Germany invaded Poland, and Great Britain and France declared war on Germany. ·Wanting to defend democracy, the United States, gradually became involved in the European conflict on the side of the Allies. “A date which will live in infamy…” ·The United States entered World War II as a result of Japan’s attack on Pearl Harbor December 7, 1941. On the home front ·The United States had to refocus its economy to provide supplies for the war effort. ·During World War II, Americans faced hardships but united to help the war effort. ·World War II brought new opportunities to women and minorities, but inequalities remained. ·Allied armies fought a successful campaign against Axis forces in North Africa. The Tide Turns ·From 1944 to 1945, the Allies fought a two-front war in Europe to defeat the Nazis. ·The Allies fought the Japanese for four long years in the Pacific.The Battle of Midway was the turning point in the Pacific, where the United States navy destroyed four Japanese aircraft carriers and hundreds of planes. From May 1942 Americans advanced very slowly of their Japan. ·American use of the atom bomb brought about Japan’s surrender in the Pacific. ·August 15, 1945 was proclaimed V-J Day for “Victory over Japan.” ·In 1945, the Allies finally triumphed over the Axis Powers in Europe and the Pacific, but the war left many nations in ruins. The Holocaust ·During World War II, Germany’s Nazi government deliberately murdered some 6 million Jews and 5 million others in Europe. These actions became known as the Holocaust. This is the End, my only friend… ·Toward the End of the War, the Big Three – Great Britain, the United States and the Soviet Union – squabbled over the fate of Eastern Europe. The Aftermath ·Millions of people were killed, and large areas of Europe and Asia were damaged or destroyed.The Allies occupied Japan and parts of Europe. ·The United Nations was created to help prevent future wars. ·The United States and the Soviet Union emerged as the world’s two major powers. ·The United States (U.S.) and the Union of Soviet Socialist Republics (USSR) came out of World War II in 1945 as superpowers.They were by far the two strongest countries in the world.Although they had fought together against Nazi Germany, they soon fell out after the war and became hostile rivals. Lesson 2 Mr. President, PLEASE End the War Objective:
Students will simulate being on a presidential board to figure out how to end World War II by dropping bombs, a naval blockade, invading Japan or finding a diplomatic solution.
Students will learn terms that are related to the Cold War
Standards: HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) Guiding Question: You are the President, what is your decision? Summary At the conclusion of World War II, the United States emerged as a world superpower and entered into a long-lasting Cold War with the other major world superpower, the Soviet Union. The one-time American ally began to install Communist governments in many Eastern European countries, placing these countries in opposition to the ideals of capitalism and political liberty that America was built upon. The “Iron Curtain” that was now in place in Europe set the stage for a difficult struggle for global dominance in the years following World War II. President Harry Truman (1884-1972) was the first leader in history to have the atomic bomb at his disposal. What did he do with the bombs? Main Idea Once partners in the war, the Soviet Union and the other former Allies found it much more difficult to cooperate in peace. The result was an era of conflict and confrontation called the Cold War. Lesson: Journal Entry:Have you ever been in a fight that lasted a long time? Why were you fighting and how did you end the conflict? Great Decisions – You are the President (30-45 Minutes) DVD: Importance of World War II Students will be divided into groups of four. A President, a vice President, a recorder, and a presenter must be appointed. Students will read the Great Decisions handout and choose an option that will end World War II.This option must entail an explination why they chose to the decision they did and explain the pros/cons of making that decision. You are the president options Option 1 – Invade Japan Option 2 – Bomb and Blockade Option 3 – Demonstrate the power of your atomic bombs in an effort to persuade the Japanese to surrender. Option 4 – Drop atomic bombs on selected Japanese industrial cities. Please handout the second packet to the simulation. Have the students write out the correct decision and compare it to the real decision made. If the students chose correctly, have them reiterate why they chose to make that choice and some of the real facts associated with making that Presidential decision. After the simulation, please assign the Cold War Vocabulary Sheet (`15 Minutes) Lesson 3 Analyzing Primary Sources Cold War creation, making today’s history Objective: Students will analyze primary sources and relate a Cold War creation, making today news. Standards: Core Knowledge HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7) Colorado Model Standards 1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2. Students know how to use the processes and resources of historical inquiry*. Resources Needed: COMPUTER LAB Poster Paper Colored Pencils, Pens, Markers Lesson: Analyzing Primary Sources (90 Minutes) Students may gather information from local newspapers that include coverage of international events or the online editions of major newspaper magazines such as TIME. The United Nations today adheres to its original goal of settling international disputes. What disputes are UN forces attempting to settle in today’s world? Organize the class into small groups. Each group should read newspapers, newsmagazines and internet websites. BBC, CNN, Fox News, New York Times. Each group must choose one area where UN forces are active and create an informative poster about that mission. The posters should have the UN mission statement at the top. Please incorporate CIA fact book statistics on the country or countries in which the U.N. is involved. GOOGLE: CIA World Factbook Each poster should use text and graphics to answer the questions of where, why, and how the United Nations is attempting to settle the dispute in that area. Lesson 4 Origins of the Cold War The REAL “OG CW!” Objective: Students will investigate differing interpretations of Cold War events affecting the United States and the Soviet Union. Identify Soviet and U.S. values, security needs and national interests after WWII. Standards: HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) Guiding Question: What are the roots of Cold War? Summary At the conclusion of World War II, the United States emerged as a world superpower and entered into a long-lasting Cold War with the other major world superpower, the Soviet Union. The one-time American ally began to install Communist governments in many Eastern European countries, placing these countries in opposition to the ideals of capitalism and political liberty that America was built upon. The “Iron Curtain” that was now in place in Europe set the stage for a difficult struggle for global dominance in the years following World War II. President Harry Truman (1884-1972) was the first leader in history to have the atomic bomb at his disposal. What did he do with the bombs? Main Idea Once partners in the war, the Soviet Union and the other former Allies found it much more difficult to cooperate in peace. The result was an era of conflict and confrontation called the Cold War. Lesson: OG Cold War Journal Entry: Read Origins of the Cold War handout (20-30 Minutes) Answer the questions on page 19. Why the United States might be suspicious of Russia? Why Russia might be suspicious of the United States? Watch The Century: 1946-1925: Best Years (30 Minutes) ABC presentation anchored by Peter Jennings Have the students write questions for the film and write their names on the index cards to receive credit. QUICK QUIZ (Last 5 Minutes) During the Last five minutes please choose 5 random questions and give a Quick Quiz. Trade – Grade Lesson 5 Extra, Extra, Get Your Cold War Here! Objective: Small groups will learn more about the Cold War in preparation for writing an article for a magazine that examines the era. History Standards Colorado Model Standards 2. Students know how to use the processes and resources of historical inquiry*. Core Knowledge Standards A. Origins of Cold War HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others Core Knowledge Sequence Post WWII devastation in Europe, Marshall Plan, Bretton Woods Conference Western fear of communist expansion, Soviet fear of capitalist influences Truman Doctrine, policy of containment of communism Formation of NATO, Warsaw Pact The “Iron Curtain” Berlin Airlift Eastern European resistance, Hungrarian Revolution, Berlin Wall, Prague Spring Lesson Organize students into small groups. Explain that they will be writing and illustrating a magazine article about the Cold War to be published in a Class Newspaper. Research the Cold War Origins Tell students to gather information about the following aspects of the Cold War 1.Wartime Diplomacy (pg 842-843) 2.Soviet Expansion (844) 3.Crisis In Berlin (pg 845) 4.Two Armed Camps (846-847) 5.Cold War Fears (847-881) If all else fails, we punt… Watch The Century: 1946-1925: Best Years (30 Minutes) ABC presentation anchored by Peter Jennings QUICK QUIZ (Last 5 Minutes) During the Last five minutes please choose 5 random questions and give a Quick Quiz. Trade - Grade Lesson 6 I love ya Korea, but I’ll probably forget ya! By Michael Waido Objective: Students will be able to: Explain why the United States became involved in the war in Korea Assess the decision to send U.S. and U.N. forces across the 38th Parallel into North Korea Discuss the conflict between Truman and MacArthur, culminating in the latter's dismissal from command Articulate the reasons why the war became unpopular in the United States Identify on a world map foreign countries associated with the Korean War Identify key terms and individuals associated with the Korean War Standards: Korean War HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam) HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7) HIS.8.5.G explain specific ways in which events in each of the preceding wars affect us today (how was our nation changed by this war) HIS.8.5.H locate and interview veterans of World War II, Korea, and Vietnam (prepare written reports of interviews) GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period Essential Learning Questions: How and why did America involve itself in the Korean conflict of the 1950s? Guiding Question Did the war in Korea represent a triumph or a failure of American foreign policy? Lesson I love ya Korea, but I’ll probably forget ya! (90 Minutes +) Students will rotate around the room and will answer questions on the Korean War. The students will be divided into groups. The Truman Group, The MacArthur Group, The United States, and the 38th Parallel Group. Each group will form a leader that is responsible for helping everyone stay on task and complete the missions. The four missions will rotate around 20 minutes and the students will receive a minute break in between. When and if the students finish early, they will go work directly on Mission 5 and then Mission 6. Mission 1 - Read - The Korean War – pages 856-859 Answer these questions on the Korean War in complete sentences! Write each main idea and then answer the questions. Main Idea: Americans under the United Nations flag fought a war in Korea during the early 1950s. Who was involved? Where was the fight? What line separated North Korea from South Korea? Main Idea: President Truman and General MacArthur disagreed over how to fight the war. How did Truman’s view on Korea differ from General MacArthur’s view? Mission 2 - Go to the “War Room” Students will watch The American Journey’s Korean War (Chapter 27, Sec 3) and write what the U.S. strategy was in Korea. Mission 3 - Go to the Geography table Understanding Geography I. Identify where Korea is on the map and or globe. II. What countries are near North Korea and South Korea? III. Which two nations had Communist governments at the time of the Korean Conflict? IV. Please plot the advances and the retreats according to the Primary Source map on page 857.Answer all of them with a self made map in your journals. Plot the 38th parallel 1. Farthest advance of North Koreans Sept. 1950 2. UN landing Sept. 1950 3. Farthest advance of UN forces Nov. 1950 4. Farthest advance of North Koreans and Chinese 1951 Mission 4 - Primary Source with Waido Read with Mr. Waido “The Korean War” by Martin Russ. Discuss the Korean War and write 5 possible quiz questions on the war. Mission 5 - Answer in your Journals How and why did America involve itself in the Korean conflict of the 1950s? Mission 6 – To Whom It May Concern, I love ya, From Korea Write a letter home pretending you were a soldier in the Korean War. Use the advances and retreats, 3 related facts from the readings, 1 historic person and your own thoughts about fighting this war. Lesson 7 Big Red Scare By Michael Waido Objectives:
Expose the students to Communist fears during the Cold War.
Students will examine Joseph McCarty and the concept of McCarthyism.
Students will create a poster defining their perspectives of Cold War propaganda.
Standards: Core Knowledge Sequence America in the Cold War McCarthyism, House Un-American Activities Committee, “Witch Hunts, ”Hollywood Blacklist HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others ColoradoStateStandards 2. Students know how to use the processes and resources of historical inquiry*. 5. Students understand political institutions and theories that have developed and changed over time. Best Practice Students need opportunities to exercise choice and responsibility by choosing their own topics of inquiry. Essential Question How did the American prosperity of the 1950s affect the country’s economy and culture? Lesson: Big Red Scare – Go Big Red Re-Establish Class Rules I.Journal Entry (15 Minutes) Have you ever been accused of doing something that you didn’t do? Or have been labeled as being something that isn’t true. How has this impacted your life, and what have you learned from it? II.Play Video Chapter 27, Section 4 - America in the 1950s (5 Minutes) III.Define McCarthyism (pg 849) American Journey - (5 Minutes) IV.Read Primary Source – Senator McCarthy Speaks out (Joseph McCarthy) Answer Guided Reading Questions (10 Minutes) 1. To whom does McCarty refer when he talks about those who are torturing American soldiers? 2. Why does McCarthy criticize the president? V.Find in the Human Legacy World History book - 3 other times where “witch hunts” have taken place and why? Document these instances. (Hint: Anywhere there is tension or where two sides disagree, usually one side wins by accusing the other of a wrong doing.) VI. Create a Historical propaganda poster that reflects the fear of the Communists in 1950s society. Feel free to use modern day advertising to reflect Cold War Fears. For help understanding a propaganda poster, ask Mr. Waido. ADVANCED HISTORY CHALLENGE – Do a historical inquiry of “witch trials” that have happened throughout history.Make sure to answer who, when, where, how, and why people were being tried? Do “witch trials” still exist in today’s world? Students can write an essay, create a skit, write a poem or a song, create a poster, make a home-made movie, etc. Students may also create their own inquiry to further their knowledge of history.All topics must be approved by Mr. Waido. *Required for Honors History (see Waido for details) E-mail me your thoughts at mwaido@psdschools.org Lesson 8 Sputnik and Eisenhower By Michael Waido Core Knowledge Sequence The Eisenhower Years Secret Operations, CIA, FBI counterespionage, J. Edger Hoover, U2 Incident Soviet Sputnik satellite, “Missile Gap” Yuri Gagarin Eisenhower’s farewell speech, the “military industrial complex” Best Practices Social studies reading should include engaging real world documents and not just textbooks. Journal Entry: (Ten Minutes) Read America in the 1950s pg 860-862 Who were – Dwight. D. Eisenhower and Nikita Krushchev Reading Primary Sources – Sputnik by Richard Davis Answer Guided Reading Does Davis seem to believe that the United States’ space program is really inferior to the Soviet Union’s? How did the Sputnik launching affect the United States’ space program? What is an ICBM? Cold War Origin Test In your journals 1. Name 3 reasons why the U.S. might be suspicious of the Soviet Union? a. b. c. 2. Name 3 reasons why the Soviet Union might be suspicious of the United States? a. b. c. Please use the following vocabulary to give me a summary of the origins of the Cold War.Each word is worth ten points… PleaseUNDERLINE the words for points! Content Vocabulary United States, Soviet Union, democracy, communist, Iron curtain, Truman Doctrine, containment, Marshall Plan, Berlin airlift, Red Scare After you are done, please give yourself a grade for your Journal. Please write I deserve a/an _ for my journals for the semester. These are things to consider when I assess your journals. The five Pirate R’s Are you answering the prompt? Are you writing the date? Are you writing with authority? Are you using your resources? Are you giving me your best effort? I’m not waiting for the world to change, I’m going to change the world with you! - J. Resources, Works Cited, Bibliography __ Appleby, Joyce Oldham. American Journey: Teacher's Wraparound Edition. Columbus, OH: Glencoe/Mcgraw-Hill, 2004. Foundation, Core Knowledge. Core Knowledge Sequence- Content Guidelines for Grades K-8. Charlottesville: Core Knowledge Foundation, 1998. Garcia, Jesus, Frances Powell, and Frederick Ringer Lorna Mason. Teacher's Annotated Edition America's Past and Promise. United States of America: Mcdougal Littell, 1997. Ramirez, Susan E., Peter Stearns, and Sam Wineburg. Holt World History: Human Legacy: Modern Era. Austin: Holt Rinehart & Winston, 2007. Organizational items: materials needed, orders to fill, permissions, etc
Waido
8th Grade History
II. The Cold War
A. Unit
A. Origins of the Cold War
- Post WWII devastation in Europe, Marshall plan, Bretton Woods Conference
- Western fear of communist expansion, Soviet fear of capitalist influences
- Truman Doctrine, policy of containment of communism
Formation of NATO, Warsaw PactThe “Iron Curtain”
Berlin Airlift
Eastern European resistance, Hungrarian Revolution, Berlin Wall, Prague
Spring
B. The Korean War
Inchon, Chinese entry, removal of MacArthur
Partition of Korea, truce line near the 38th Parallel
C. America In the Cold War
- McCarthyism, House Unamerican Activities Committee, “Witch Hunts”
Hollywood BlacklistSpy cases: Alger Hiss, Julius and Ethel Rosenberg
- The Eisenhower Years
Secret Operations, CIA, FBI counterespionage, J. Edgar Hoover, U2 incidentSoviet Sputnik satellite, “Missle Gap,” Yuri Gararin
Eisenhower’s farewell speech, the “military industrial complex”
- The Kennedy Years, “Ask not what your country can do for you…”
Attack on organized crime, Robert KennedyCuban Missle Crisis, Fidel Castro, Bay of Pigs invasion
Nuclear deerrence, “mutual assured destruction,” Nuclear Test Ban Treaty
Kennedy assassination in 1963, Lee Harvey Oswald, Warren Commision
- Space Exploration, U.S. moon landing, Neil Armstrong
- American cultue in the ‘50s and ‘60s
Levittown and the rise of suburban lifestyle, automobile-centered city planningTelevision
Baby boom generation, rock and roll, Woodstock festival, 26th Amendment
Outline of the Cold War (1945 to 1991)
I. President Harry S. Truman (1945 to 1953)
A. Post WWII Europe in ruins
B. Marshall Plan
D. Truman Doctrine
E. NATO – North Atlantic Treaty Organization
F. Warsaw Pact
G. Berlin Airlift
E. The Korean War (1950-1953)
1. communist North Korea invades non-communist South Korea
1. Douglas MacArthur leads UN invasion at Inchon
2. China enters the war
3. firing of General Douglas MacArthur
4. armistice and the DMZ
II. President Dwight D. Eisenhower (1953 to 1961)
A. Partition of Korea at the 38th Parallel
B. McCarthyism
1. Red Scare “witch hunts” and Hollywood blacklists
2. House Un-American Activities Committee
3. Alger Hiss
4. Julius and Ethel Rosenberg executed for selling atomic secrets to Soviets
C. U-2 Spy Plane Incident
D. French Indochina War (including North and South Vietnam)
1. communist leader of North Vietnam, Ho Chi Minh
2. South Vietnamese communists, Viet Cong (VC, Victor Charlie, Charlie)
3. French withdrawal after defeat at Dien Bien Phu (1954)
5. domino theory
6. American military advisers and military support to Ngo Dihn Diem
E. USSR’s Sputnik is first artificial satellite – Space Race begins
F. “military industrial complex”
G. 1959 Cuban Revolution and Fidel Castro
III. President John F. Kennedy (1961 to 1963)
A. Cuba
1. Bay of Pigs Invasion embarrasses Kennedy
2. Cuban Missile Crisis – October 1962
a. Soviet leader Khrushchev delivers missiles to Cuba
b. Kennedy orders quarantine
c. nuclear war avoided
B. Space Race
1. Soviet cosmonaut Yuri Gagarin first person to orbit Earth 1961
2. American astronaut John Glenn first American to orbit Earth 1962
3. JFK commits nation to goal of putting man on the man by the end of the decade
C. Vietnam
1. increased American involvement up to 16,000 troops
2. Special Forces (the Green Berets) to train and advise South Vietnamese troops
3. Buddhists (Asian?) and Catholics (French?)
4. America supports coup by South Vietnamese Army
5. Ngo Dinh Diem assassinated November 1963 (JFK assassinated weeks later)
IV. President Lyndon B. Johnson (1963 to 1969)
A. Vietnam War
1. Gulf of Tonkin Incident and Gulf of Tonkin Resolution 1964
2. Da Nang, 1965
3. escalation to over 500,000 troops in Vietnam
4. Tet Offensive January 1968
5. My Lai Massacre March 1968
B. Domestic Dream of Great Society lost in the Jungles of Vietnam
V. President Richard M. Nixon (1969 to 1974)
A. Vietnam War Comes to an End
1. Vietnamization
2. secret invasion of Cambodia
3. growing anti-war movement
4. Paris Peace Talks
5. B-52’s bomb Hanoi
6. January 1973 Peace Agreement
a. American failure
b. over $100,000,000,000 (100 billion dollars)
c. over 58,000 American dead
d. “20 to 1 and we lost”
B. Nixon visits China
C. Nixon visits the Soviet Union
1. Strategic Arms Limitation Treaty (SALT)
2. détente
VI. Gerald Ford (1974 to 1977)
A. continued Nixon’s policy of détente
B. increased trade with China after Mao’s death
C. Helsinki Accords with Soviet Union
1. pledge to respect human rights
2. new trade agreements
VII. Jimmy Carter (1977 to 1981)
A. foreign policy based on human rights
1. governments should respect human dignity and liberties of citizens
b. 125,000 Cubans float to Florida
B. SALT II fails
C. Soviets invade Afghanistan in 1979
1. economic sanctions
2. American boycott of 1980 Moscow Olympics
VII. Ronald Reagan (1981 to 1989)
A. calls Soviet Union “evil empire”
B. “To be prepared for war, is one of the most effective means of preserving the peace.”
C. military buildup challenges Soviet Union to keep up
D. Soviet Boycott of 1984 Los Angeles Olympics
E. SDI (Strategic Defense Initiative) or “Star Wars”
F. invasion of Grenada
G. Iran-Contra
1. weapons sales to Iran
2. money sent to Nicaraguan Contras
3. Lt. Col. Oliver North (USM)
H. Mikhail Gorbachev (new reform-minded leader of the Soviet Union, 1985)
1. glasnost (openness) and perestroika (political and economic reforms)
2. signs INF (Intermediate-Range Nuclear Forces Treaty)
I. “Mr. Gorbachev, tear down this wall.” – Ronald Reagan (1987 speech at Berlin Wall)
IX. George H.W. Bush (1989 to 1993)
A. START – Strategic Arms Reduction Treaty
B. “iron curtain” is raised 1989-1991
1. Lech Walesa and Solidarity force elections in Poland
2. demonstrators fill streets of Eastern European cities
3. Berlin Wall falls (November 9, 1989)
4. Gorbachev arrested by hard-line communists (coup d'état attempt)
5. defeat of coup leads all 15 republics of USSR to declare independence
6. December 25, 1991 – Soviet Union collapses
B. Standards to be addressed in the unit:
Core Knowledge Standards
A. Origins of Cold War
HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others
GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period
B. The Korean War
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7)
HIS.8.5.G explain specific ways in which events in each of the preceding wars affect us today (how was our nation changed by this war)
HIS.8.5.H locate and interview veterans of World War II, Korea, and Vietnam (prepare written reports of interviews)
GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period
C. America in the Cold War
HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others
HIS.8.6.C compare the non-violent “passive resistance” movements of Martin Luther King, Jr. and Mahatma Gandhi with political change forced through violence (e.g. Castro/Cuba, Mao Tse-tung/China, American Revolution, the War Between the States, etc.)
GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period
Colorado State Standards
HISTORY
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
2. Students know how to use the processes and resources of historical inquiry*.
3. Students understand that societies* are diverse* and have changed over time.
4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
5. Students understand political institutions and theories that have developed and changed over time.
6. Students know that religious and philosophical ideas have been powerful forces throughout history.
GEOGRAPHY
1. Students know how to use and construct maps, globes, and other geographic tools* to locate and derive information about people, places, and environments.
2. Students know the physical* and human characteristics* of places, and use this knowledge to define and study regions* and their patterns of change.
3. Students understand how physical processes* shape Earth’s* surface patterns* and systems*.
4. Students understand how economic, political, cultural, and social processes* interact to shape patterns of human populations, interdependence*, cooperation, and conflict.
5. Students understand the effects of interactions between human* and physical systems* and the changes in meaning, use, distribution*, and importance of resources*.
6. Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.
CIVICS
1. Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
2. Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
3. Students know the political relationship of the United States and its citizens to other nations and to world affairs.
4. Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state and national.
ECONOMICS
1. Students understand that because of the condition of scarcity*, decisions must be made about the use of resources*.
2. Students understand how different economic systems impact decisions about the use of resources and the production* and distribution of goods* and services*.
3. Students understand the results of trade, exchange, and interdependence* among individuals, households, businesses, governments and societies.
NCSS - Social Studies Standards
I. Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity,
II, Time, Continuity, & Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
III, People, Places, & Environments
Social studies programs should include experiences that provide for the study of people, places, and environments,
IV. Individual Development & Identity
Social studies programs should include experiences that provide for the study of individual development and identity.
V. Individuals, Groups, & Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
VI. Power, Authority, & Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
VII. Production, Distribution, & Consumption
Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.
VIII. Science, Technology, & Society
Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.
IX. Global Connections
Social studies programs should include experiences that provide for the study of global connections and independence,
X. Civic Ideals & Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, democratic republican form of government.
C. At the end of this unit of study, students:
D. Big ideas or concepts and essential questions this unit investigates:
Themes that connect this unit to other units of study in this course:
Key Terms associated with this unit
Army-McCarthy Hearings
Congressional hearings that took place in 1954 as a result of Wisconsin senator Joseph McCarthy accusing ranking U.S. Army officers of being Communists and Soviet spies. Tens of millions of Americans watched the televised courtroom proceedings as McCarthy publicly humiliated himself without offering a shred of evidence. The hearings earned McCarthy an official censure from his fellow senators, finished his political career, and effectively ended the Red hunts.
Bay of Pigs Invasion
President John F. Kennedy’s failed plan to invade Cuba and topple revolutionary leader Fidel Castro with an army of CIA-trained Cuban exiles in 1961. Although Kennedy had originally intended to use the U.S. Air Force to help the exiled Cubans retake the island, he unexpectedly withdrew support shortly before the operation started. As a result, the invasion failed utterly, actually consolidated Castro’s power, and pushed Cuba into signing a treaty with the Soviet Union.
Berlin Airlift
The dropping of thousands of tons of food and medical supplies to starving West Berliners after Joseph Stalin closed off all highway and railway access to the city in mid-1948. Stalin hoped to cut off British, French, and American access to the conquered German city, but President Harry S Truman, determined not to lose face or the city, ordered American military planes to drop provisions from the air. The blockade was foiled, and Stalin finally lifted it in 1949.
Containment
A U.S. foreign policy doctrine that argued that the Soviet Union needed to be “contained” to prevent the spread of Communism throughout the world. First formulated by State Department analyst George Kennan during the Truman administration, it suggested that the United States needed to fight Communism abroad and promote democracy (or at least anti-Communist regimes) worldwide. Policy makers tied it closely with the domino theory. Kennan’s idea eventually developed into the single most important tenet of American foreign policy through the Cold War until the collapse of the Soviet Union in 1991.
Cuban Missile Crisis
The crisis that occurred when Cuban leader Fidel Castro sought economic and military assistance from the Soviet Union after the United States’ failed 1961 Bay of Pigs invasion. The Soviet premier, Nikita Khrushchev, capitalized on the failed invasion, allied with Castro, and secured from Castro the right to place nuclear missiles in Cuba. Upon learning of the missiles, President John F. Kennedy ordered a naval blockade of the island in 1962 and demanded that Khrushchev remove them. Nuclear war seemed imminent until Khrushchev finally backed down, promising to remove the missiles if Kennedy ended the blockade. The United States complied and also agreed to remove from Turkey nuclear missiles aimed at the USSR. The Communist Party leadership in the USSR removed Khrushchev from power in 1964 for having backed down in the standoff.
Dien Bien Phu
A site in Vietnam where an important French outpost fell to Ho Chi Minh’s pro-Communist forces in 1954. After this defeat, an international conference in Geneva split Vietnam into two nations—North Vietnam and South Vietnam—with the dividing line at the 17th parallel. Ho Chi Minh established a government in the city of Hanoi in North Vietnam, while U.S.-backed Ngo Dinh Diem took control of the South Vietnamese government in Saigon.
Domino Theory
The belief that if the United States allowed one country to fall to Communism, then many more would follow suit, like a row of dominoes. Many foreign policy thinkers subscribed to this theory at the height of the Cold War, and this led the United States to support anti-Communist regimes throughout the world, whether or not they upheld democratic ideals. The domino theory also provided the primary rationale behind Lyndon Johnson’s massive escalation of the conflict in Vietnam to full-scale war.
Flexible Response
A doctrine of containment that provided for a variety of military and political strategies that the president could use to stem the spread of Communism. The flexible response plan was developed by Defense and State Department officials in the Kennedy administration who felt that Eisenhower’s “massive retaliation” doctrine restricted the president’s options too much.
House Un-American Activities Committee (HUAC)
A committee established in 1938 by the House of Representatives to investigate individual Americans or organizations who might be linked to the Nazis or the Ku Klux Klan. After World War II, as fear of the Soviet Union spread, HUAC was used to investigate those suspected of having ties to Communism or of being Soviet agents. Congressman Richard M. Nixon played a key role on the committee and used his power to prosecute many, including federal employee Alger Hiss in 1950.
Marshall Plan
A plan devised by President Harry S Truman and Secretary of State George C. Marshall that committed over $10 billion to rebuilding Western Europe after World War II. Although the Soviet Union fiercely opposed the plan, Truman knew that rebuilding the region would provide stability and prevent another world war. The Marshall Plan was highly successful and enabled British, French, Italian, and German factories to exceed prewar production levels within just a few years.
Massive Retaliation
A primary component of Dwight D. Eisenhower’s New Look foreign policy that threatened massive nuclear retaliation against the Soviet Union for any Communist aggression abroad. Designed to save the U.S. government money on defense spending, this policy effectively tied Eisenhower’s hands because it limited his options when addressing smaller crises, such as the 1956 Hungarian Revolution. Kennedy later dropped the threat of massive retaliation in favor of the doctrine of “flexible response,” which gave the president more options.
Montgomery G.I. Bill
A bill passed in 1944 that provided federal grants for education to returning World War II veterans. Also known as the Servicemen’s Readjustment Act, the bill also awarded federal loans to vets to purchase new homes, farms, and businesses. Millions of veterans took advantage of these grants and loans to go back to school and purchase new suburban homes, making the act one of the most significant pieces of postwar legislation.
National Security Act
An act passed in 1947 that reorganized the U.S. military and espionage services in order to better meet the Soviet threat. The act placed the armed forces under the new secretary of defense and Joint Chiefs of Staff and also created the Central Intelligence Agency and the National Security Council to advise the president.
National Security Council Memorandum 68 (NSC-68)
A classified 1950 proposal that the United States quadruple defense and military spending in order to counter the Soviet threat. NSC-68 set a precedent for increasing defense spending throughout the Cold War, especially after North Korean forces attacked South Korea in June 1950.
New Frontier
Kennedy’s collective bundle of domestic policies, which called for increased social welfare spending to tackle the growing poverty rate. Opposition in Congress from Republicans and southern Democrats, however, blocked the passage of most New Frontier legislation.
North Atlantic Treaty Organization (NATO)
An organization formed in 1949 that bound the United States, Canada, most of Western Europe, and later Greece and Turkey together in a mutual pact of defense against the USSR and Eastern bloc countries. The treaty had the additional effect of permanently tying American interests to political and economic stability in Europe.
Red Hunts
The wrongful persecutions of thousands of Americans for being Communists or Soviet spies that took place in the 1940s and 1950s and were led by the Loyalty Review Board and the House Un-American Activities Committee. Congressman Richard Nixon, Senator Joseph McCarthy, and others led these Communist “witch hunts,” often without any shred of evidence. Liberal playwright Arthur Miller, himself among the accused Communists, criticized the Red hunts and McCarthyism in his critically acclaimed play The Crucible, which dealt with the Salem witch trials in seventeenth-century New England.
Space Race
The Cold War competition between the United States and the Soviet Union for primacy in the exploration of outer space. The space race was prompted by the USSR’s launch of the first orbiting space satellite, Sputnik I , in 1957. The Sputnik launch prompted President Eisenhower to form NASA and Kennedy to push for a lunar landing by the end of the 1960s.
Sputnik I and Sputnik II
The first orbiting space satellites, launched by the Soviet Union beginning in 1957. The launch of these satellites astonished the world and scared many Americans into believing that the USSR had the capability to attack the United States with long-range nuclear missiles. President Eisenhower responded by forming the National Aeronautics and Space Administration (NASA) to coordinate American endeavors to explore space. Congress also passed the National Defense Education Act, which provided more federal dollars for science and foreign language instruction in public schools. American and Soviet competition to explore space quickly became known as the space race.
Suez Crisis
The crisis that erupted after Egypt’s nationalization of the British-controlled Suez Canal, which took place in 1956 after negotiations over international aid among the United States, Great Britain, and Egypt collapsed. Egyptian president Gamal Abdel Nasser nationalized the canal, which links the Red Sea and the Mediterranean Sea. Although Eisenhower protested the move, he also condemned the joint British, French, and Israeli invasion of Egypt to retake the canal. The three nations eventually halted their attack and withdrew, under heavy diplomatic and economic pressure from the United States.
Truman Doctrine
A doctrine articulated by President Harry S Truman that pledged American support for all “free peoples” fighting Communist aggression from foreign or domestic sources. Truman announced the doctrine in 1947, then convinced Congress to grant Greece and Turkey $400 million to help fight pro-Soviet insurgents. Besides committing the United States to the policy of containment, the language of the Truman Doctrine itself help characterize the Cold War as a conflict between good and evil.
U-2 Incident
The crisis that arose after the USSR shot down an American U-2 spy plane flying over the USSR on a reconnaissance mission in 1960. President Dwight D. Eisenhower initially denied that the incident occurred until Soviet premier Nikita Khrushchev presented the captured American pilot. The president’s refusal to apologize or halt future spy missions caused the collapse of a joint summit among Great Britain, France, the United States, and the USSR in May 1960.
Warsaw Pact
A pact signed by the USSR and Eastern European countries under Soviet influence in 1955. By signing the pact, they pledged mutual defense in response to the formation of NATO.
Key People:
Allen Dulles
The director of the CIA under Eisenhower, who advocated extensive use of covert operations. Most notable among Dulles’s initiatives were U.S.-sponsored coups in Iran in 1953 and Guatemala in 1954, which installed pro-American governments in order to curb potential expansion of Communism. Although Eisenhower favored such covert operations because they were relatively low-cost and attracted little attention, the coups in Iran and Guatemala proved rather transparent and caused international anger toward the United States.
John Foster Dulles
Secretary of state under Eisenhower (and brother of Allen Dulles) who helped devise Eisenhower’s New Look foreign policy. Dulles’s policy emphasized massive retaliation with nuclear weapons. In particular, Dulles advocated the use of nuclear weapons against Ho Chi Minh’s Communist forces in Vietnam.
Dwight D. Eisenhower
A World War II hero and former supreme commander of NATO who became U.S. president in 1953 after easily defeating Democratic opponent Adlai E. Stevenson. Eisenhower expanded New Deal–era social welfare programs such as Social Security and passed the landmark Federal Highway Act to improve national transportation. However, he cut back funding to other domestic programs to halt what he called “creeping socialism.” His New Look at foreign policy, meanwhile, emphasized nuclear weapons and the threat of massive retaliation against the Soviet Union in order to cut costs and deter the USSR from spreading Communism abroad. Eisenhower committed federal dollars to fighting Communists in Vietnam, resolved the Suez crisis, and authorized CIA-sponsored coups in Iran and Guatemala.
Ho Chi Minh
The nationalist, Communist leader of the Viet Minh movement, which sought to liberate Vietnam from French colonial rule throughout the 1950s. After being rebuffed by the United States, Ho received aid from the USSR and won a major victory over French forces at Dien Bien Phu in 1954. This French defeat forced the Geneva Conference of 1954, which split Vietnam into Communist-dominated North Vietnam and French-backed South Vietnam.
John F. Kennedy
The thirty-fifth U.S. president, who set out to expand social welfare spending with his New Frontier program. Kennedy was elected in 1960, defeating Republican Richard M. Nixon. Feeling that their hands were tied by Eisenhower’s policy of “massive retaliation,” Kennedy and members of his foreign policy staff devised the tactic of “flexible response” to contain Communism. Kennedy sent “military advisors” to support Ngo Dinh Diem’s corrupt regime in South Vietnam and formed the Alliance for Progress to fight poverty and Communism in Latin America. He also backed the disastrous Bay of Pigs invasion, which ultimately led to the Cuban missile crisis. In 1963, after Kennedy had spent roughly 1,000 days in office, he was assassinated, and Vice President Lyndon B. Johnson took office.
Nikita Khrushchev
The head of the Soviet Communist Party and leader of the USSR from 1958 until the early 1960s. Initially, many Americans hoped Khrushchev’s rise to power would lead to a reduction in Cold War tensions. Khrushchev toured the United States in 1959 and visited personally with President Eisenhower at Camp David, Maryland. The U-2 incident and 1962 Cuban missile crisis, however, ended what little amity existed between the two nations and repolarized the Cold War. Party leaders, upset with Khrushchev for having backed down from the Cuban missile crisis, removed him from power in 1964.
Douglas MacArthur
Five-star American general who commanded Allied forces in the Pacific during World War II. After the war, MacArthur led the American occupation in Japan, helped establish a democratic government there, and in large part rewrote the country’s new constitution outlawing militarism. He later commanded United Nations forces in Korea, driving North Korean forces back north of the 38th parallel after making the brilliant Inchon landing. He ignored Chinese warnings not to approach the North Korean–Chinese border at the Yalu River, however, and was subsequently driven back down to the 38th parallel by more than a million Chinese troops. President Harry S Truman later rejected MacArthur’s request to bomb North Korea and China with nuclear weapons. MacArthur’s public criticism of the president’s decision prompted Truman to remove him from command in 1951.
Joseph McCarthy
Republican senator from Wisconsin who capitalized on Cold War fears of Communism in the early 1950s by accusing hundreds of government employees of being Communists and Soviet agents. Although McCarthy failed to offer any concrete evidence to prove these claims, many Americans fully supported him. He ruined his own reputation in 1954 after humiliating himself during the televised Army-McCarthy hearings. Disgraced, he received an official censure from the Senate and died an alcoholic in 1957.
Gamal Abdel Nasser
The nationalist, Communist-leaning president of Egypt who seized the British-controlled Suez Canal in 1956, after economic aid negotiations among Egypt, Great Britain, and the United States fell apart. Nasser’s action precipitated the Suez crisis, in which Eisenhower uncharacteristically backed the Communist-leaning Nasser and cut off all oil exports to Great Britain and France.
Richard M. Nixon
Republican congressman from California who rose to national fame as a prominent member of the House Un-American Activities Committee in the late 1940s when he successfully prosecuted Alger Hiss for being a Communist. Nixon later served as vice president under Dwight D. Eisenhower from 1953 to 1961. He lost his own bid for the presidency against John F. Kennedy in 1960 but defeated his Democratic opponent eight years later and became president in 1969.
Harry S Truman
Vice president under Franklin D. Roosevelt who became president upon Roosevelt’s death in April 1945 and successfully carried out the remainder of World War II. Truman was instrumental in creating a new international political and economic order after the war, helping to form the United Nations, NATO, the World Bank, and the International Monetary Fund. His Marshall Plan also helped Western Europe rebuild after the war and surpass its prewar levels of industrial production. Determined not to let the Soviet Union spread Communism, Truman adopted the idea of containment, announcing his own Truman Doctrine in 1947. His characterization of the Soviet Union as a force of “ungodly” evil helped shape the Cold War of the next four decades. He also led the nation into the Korean War but eventually fired General Douglas MacArthur for insubordination.
E. Grabber: The innovative, creative approach that will be used on the first day to pique student interest:
You are the President
Should we drop the Bomb?
F. Lecture/Presentation overview: (Should incorporate at least two of the “big five” effective presentation concepts)
G. Learning activities calendar: Day by day outline of major events and activities, including a closing assessment activity
Lesson 1
WWII Comic Strip
Learning Objectives
Students will identify key concepts and themes associated with World War II.
Standards:
Core Knowledge
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7)
Colorado Model Standards
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
2. Students know how to use the processes and resources of historical inquiry*.
3. Students understand that societies* are diverse* and have changed over time.
4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
5. Students understand political institutions and theories that have developed and changed over time.
6. Students know that religious and philosophical ideas have been powerful forces throughout history.
Focus Questions
The United States played a vital role in the victory of the Allied forces in World War II. How did the nation’s role in the world expand after the war ended?
World War II
American Journey Book
(pages 802-832)
Students will create a comic strip featuring the main points of World War II. If they need help with ideas, please look at the American Journey book to obtain any additional information.
Comic Page
See Attached…
World War II Summary
World War II
The War that didn’t end all Wars, World War I
· Europe in 1914 was on the brink of war. After an assassination, the nations of Europe were drawn one by one into what would be called the Great War, World War I or “the war to end all wars.
· With the introduction of new types of warfare and new technologies, World War I resulted in destruction on a scale never before imagined.
Russian Social Unrest
· The war and social unrest combined to push Russia to the edge of a revolution.
· The events that followed led to Russia’s exit from the war and became a major turning point in world history.
The War Ends
· After several years of bloody stalemate-and the entry of the United States into the conflict-the Allied Powers finally prevailed. The peace, however, proved difficult to establish.
· World War I, the bloodiest conflict to that point in history, rearranged European boundaries, but left Germany as a major power. The Versailles Treaty was supported to ensure future peace, but the humiliating terms imposed on Germany produced feelings of resentment that would eventually undo the settlement.
· During the chaotic years following World War I, nationalist feeling increased in Asia and Africa. The resulting unrest continued into the 1930s.
Japan Imperializes
· A modernized Japan emerged from World War I as one of the world’s leading powers. Dreams of empire, however, led the country in a dangerous direction.
Rise of Dictators in Europe
· The political and social unrest that followed World War I helped totalitarian dictators rise to power in Europe.
· World War II began in September 1939, when Germany invaded Poland, and Great Britain and France declared war on Germany.
· Wanting to defend democracy, the United States, gradually became involved in the European conflict on the side of the Allies.
“A date which will live in infamy…”
· The United States entered World War II as a result of Japan’s attack on Pearl Harbor December 7, 1941.
On the home front
· The United States had to refocus its economy to provide supplies for the war effort.
· During World War II, Americans faced hardships but united to help the war effort.
· World War II brought new opportunities to women and minorities, but inequalities remained.
· Allied armies fought a successful campaign against Axis forces in North Africa.
The Tide Turns
· From 1944 to 1945, the Allies fought a two-front war in Europe to defeat the Nazis.
· The Allies fought the Japanese for four long years in the Pacific. The Battle of Midway was the turning point in the Pacific, where the United States navy destroyed four Japanese aircraft carriers and hundreds of planes. From May 1942 Americans advanced very slowly of their Japan.
· American use of the atom bomb brought about Japan’s surrender in the Pacific.
· August 15, 1945 was proclaimed V-J Day for “Victory over Japan.”
· In 1945, the Allies finally triumphed over the Axis Powers in Europe and the Pacific, but the war left many nations in ruins.
The Holocaust
· During World War II, Germany’s Nazi government deliberately murdered some 6 million Jews and 5 million others in Europe. These actions became known as the Holocaust.
This is the End, my only friend…
· Toward the End of the War, the Big Three – Great Britain, the United States and the Soviet Union – squabbled over the fate of Eastern Europe.
The Aftermath
· Millions of people were killed, and large areas of Europe and Asia were damaged or destroyed. The Allies occupied Japan and parts of Europe.
· The United Nations was created to help prevent future wars.
· The United States and the Soviet Union emerged as the world’s two major powers.
· The United States (U.S.) and the Union of Soviet Socialist Republics (USSR) came out of World War II in 1945 as superpowers. They were by far the two strongest countries in the world. Although they had fought together against Nazi Germany, they soon fell out after the war and became hostile rivals.
Lesson 2
Mr. President, PLEASE End the War
Objective:
Standards:
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
Guiding Question:
You are the President, what is your decision?
Summary
At the conclusion of World War II, the United States emerged as a world superpower and entered into a long-lasting Cold War with the other major world superpower, the Soviet Union. The one-time American ally began to install Communist governments in many Eastern European countries, placing these countries in opposition to the ideals of capitalism and political liberty that America was built upon. The “Iron Curtain” that was now in place in Europe set the stage for a difficult struggle for global dominance in the years following World War II.
President Harry Truman (1884-1972) was the first leader in history to have the atomic bomb at his disposal. What did he do with the bombs?
Main Idea
Once partners in the war, the Soviet Union and the other former Allies found it much more difficult to cooperate in peace. The result was an era of conflict and confrontation called the Cold War.
Lesson:
Journal Entry: Have you ever been in a fight that lasted a long time? Why were you fighting and how did you end the conflict?
Great Decisions – You are the President (30-45 Minutes)
DVD: Importance of World War II
Students will be divided into groups of four. A President, a vice President, a recorder, and a presenter must be appointed.
Students will read the Great Decisions handout and choose an option that will end World War II. This option must entail an explination why they chose to the decision they did and explain the pros/cons of making that decision.
You are the president options
Option 1 – Invade Japan
Option 2 – Bomb and Blockade
Option 3 – Demonstrate the power of your atomic bombs in an effort to persuade the Japanese to surrender.
Option 4 – Drop atomic bombs on selected Japanese industrial cities.
Please handout the second packet to the simulation.
Have the students write out the correct decision and compare it to the real decision made. If the students chose correctly, have them reiterate why they chose to make that choice and some of the real facts associated with making that Presidential decision.
After the simulation, please assign the Cold War Vocabulary Sheet (`15 Minutes)
Lesson 3
Analyzing Primary Sources
Cold War creation, making today’s history
Objective:
Students will analyze primary sources and relate a Cold War creation, making today news.
Standards:
Core Knowledge
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7)
Colorado Model Standards
1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
2. Students know how to use the processes and resources of historical inquiry*.
Resources Needed:
COMPUTER LAB
Poster Paper
Colored Pencils, Pens, Markers
Lesson: Analyzing Primary Sources (90 Minutes)
Students may gather information from local newspapers that include coverage of international events or the online editions of major newspaper magazines such as TIME.
The United Nations today adheres to its original goal of settling international disputes.
What disputes are UN forces attempting to settle in today’s world?
Organize the class into small groups.
Each group should read newspapers, newsmagazines and internet websites.
BBC, CNN, Fox News, New York Times.
Each group must choose one area where UN forces are active and create an informative poster about that mission.
The posters should have the UN mission statement at the top.
Please incorporate CIA fact book statistics on the country or countries in which the U.N. is involved. GOOGLE: CIA World Factbook
Each poster should use text and graphics to answer the questions of where, why, and how the United Nations is attempting to settle the dispute in that area.
Lesson 4
Origins of the Cold War
The REAL “OG CW!”
Objective:
Students will investigate differing interpretations of Cold War events affecting the United States and the Soviet Union.
Identify Soviet and U.S. values, security needs and national interests after WWII.
Standards:
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
Guiding Question:
What are the roots of Cold War?
Summary
At the conclusion of World War II, the United States emerged as a world superpower and entered into a long-lasting Cold War with the other major world superpower, the Soviet Union. The one-time American ally began to install Communist governments in many Eastern European countries, placing these countries in opposition to the ideals of capitalism and political liberty that America was built upon. The “Iron Curtain” that was now in place in Europe set the stage for a difficult struggle for global dominance in the years following World War II.
President Harry Truman (1884-1972) was the first leader in history to have the atomic bomb at his disposal. What did he do with the bombs?
Main Idea
Once partners in the war, the Soviet Union and the other former Allies found it much more difficult to cooperate in peace. The result was an era of conflict and confrontation called the Cold War.
Lesson: OG Cold War
Journal Entry:
Read Origins of the Cold War handout (20-30 Minutes)
Answer the questions on page 19.
Why the United States might be suspicious of Russia?
Why Russia might be suspicious of the United States?
Watch The Century: 1946-1925: Best Years (30 Minutes)
ABC presentation anchored by Peter Jennings
Have the students write questions for the film and write their names on the index cards to receive credit.
QUICK QUIZ (Last 5 Minutes)
During the Last five minutes please choose 5 random questions and give a Quick Quiz. Trade – Grade
Lesson 5
Extra, Extra, Get Your Cold War Here!
Objective: Small groups will learn more about the Cold War in preparation for writing an article for a magazine that examines the era.
History Standards
Colorado Model Standards
2. Students know how to use the processes and resources of historical inquiry*.
Core Knowledge Standards
A. Origins of Cold War
HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others
Core Knowledge Sequence
Post WWII devastation in Europe, Marshall Plan, Bretton Woods Conference
Western fear of communist expansion, Soviet fear of capitalist influences
Truman Doctrine, policy of containment of communism
Formation of NATO, Warsaw Pact
The “Iron Curtain”
Berlin Airlift
Eastern European resistance, Hungrarian Revolution, Berlin Wall, Prague
Spring
Lesson
Organize students into small groups. Explain that they will be writing and illustrating a magazine article about the Cold War to be published in a Class Newspaper.
Research the Cold War Origins
Tell students to gather information about the following aspects of the Cold War
1. Wartime Diplomacy (pg 842-843)
2. Soviet Expansion (844)
3. Crisis In Berlin (pg 845)
4. Two Armed Camps (846-847)
5. Cold War Fears (847-881)
If all else fails, we punt…
Watch The Century: 1946-1925: Best Years (30 Minutes)
ABC presentation anchored by Peter Jennings
QUICK QUIZ (Last 5 Minutes)
During the Last five minutes please choose 5 random questions and give a Quick Quiz. Trade - Grade
Lesson 6
I love ya Korea, but I’ll probably forget ya!
By Michael Waido
Objective:
Students will be able to:
Explain why the United States became involved in the war in Korea
Assess the decision to send U.S. and U.N. forces across the 38th Parallel into North Korea
Discuss the conflict between Truman and MacArthur, culminating in the latter's dismissal from command
Articulate the reasons why the war became unpopular in the United States
Identify on a world map foreign countries associated with the Korean War
Identify key terms and individuals associated with the Korean War
Standards:
Korean War
HIS.8.5.E describe how the relationships between the United States and external powers developed with the growth of the nation (build on wars addressed in seventh grade and apply sequence, causes, affects of World War II, Korean War and Vietnam)
HIS.8.5.F identify key leaders of World War I, World War II, Korean War, and Vietnam (World War I and II covered in Grade 7)
HIS.8.5.G explain specific ways in which events in each of the preceding wars affect us today (how was our nation changed by this war)
HIS.8.5.H locate and interview veterans of World War II, Korea, and Vietnam (prepare written reports of interviews)
GEO.8.1.2.B discuss from geographical point of view the emergence of the Communist Empire, including the creation of the People’s Republic of China, the Korean and Vietnam Wars, the political alliances of the Cold War period
Essential Learning Questions:
How and why did America involve itself in the Korean conflict of the 1950s?
Guiding Question
Did the war in Korea represent a triumph or a failure of American foreign policy?
Lesson I love ya Korea, but I’ll probably forget ya! (90 Minutes +)
Students will rotate around the room and will answer questions on the Korean War. The students will be divided into groups. The Truman Group, The MacArthur Group, The United States, and the 38th Parallel Group.
Each group will form a leader that is responsible for helping everyone stay on task and complete the missions. The four missions will rotate around 20 minutes and the students will receive a minute break in between. When and if the students finish early, they will go work directly on Mission 5 and then Mission 6.
Mission 1 - Read - The Korean War – pages 856-859
Answer these questions on the Korean War in complete sentences!
Write each main idea and then answer the questions.
Main Idea: Americans under the United Nations flag fought a war in Korea during the early 1950s.
Who was involved?
Where was the fight?
What line separated North Korea from South Korea?
Main Idea: President Truman and General MacArthur disagreed over how to fight the war.
How did Truman’s view on Korea differ from General MacArthur’s view?
Mission 2 - Go to the “War Room”
Students will watch The American Journey’s Korean War (Chapter 27, Sec 3) and write what the U.S. strategy was in Korea.
Mission 3 - Go to the Geography table
Understanding Geography
I. Identify where Korea is on the map and or globe.
II. What countries are near North Korea and South Korea?
III. Which two nations had Communist governments at the time of the Korean Conflict?
IV. Please plot the advances and the retreats according to the Primary Source map on page 857. Answer all of them with a self made map in your journals.
Plot the 38th parallel
1. Farthest advance of North Koreans Sept. 1950
2. UN landing Sept. 1950
3. Farthest advance of UN forces Nov. 1950
4. Farthest advance of North Koreans and Chinese 1951
Mission 4 - Primary Source with Waido
Read with Mr. Waido “The Korean War” by Martin Russ.
Discuss the Korean War and write 5 possible quiz questions on the war.
Mission 5 - Answer in your Journals
How and why did America involve itself in the Korean conflict of the 1950s?
Mission 6 – To Whom It May Concern, I love ya, From Korea
Write a letter home pretending you were a soldier in the Korean War. Use the advances and retreats, 3 related facts from the readings, 1 historic person and your own thoughts about fighting this war.
Lesson 7
Big Red Scare
By Michael Waido
Objectives:
Standards:
Core Knowledge Sequence
America in the Cold War
McCarthyism, House Un-American Activities Committee, “Witch Hunts, ”Hollywood Blacklist
HIS.8.5.I study and compare the personal histories of Hitler, Mussolini, Tojo, DeGaulle, Churchill, Eisenhower, MacArthur, and others
Colorado State Standards
2. Students know how to use the processes and resources of historical inquiry*.
5. Students understand political institutions and theories that have developed and changed over time.
Best Practice
Students need opportunities to exercise choice and responsibility by choosing their own topics of inquiry.
Essential Question
How did the American prosperity of the 1950s affect the country’s economy and culture?
Lesson: Big Red Scare – Go Big Red
Re-Establish Class Rules
I. Journal Entry (15 Minutes)
Have you ever been accused of doing something that you didn’t do? Or have been labeled as being something that isn’t true.
How has this impacted your life, and what have you learned from it?
II. Play Video Chapter 27, Section 4 - America in the 1950s (5 Minutes)
III. Define McCarthyism (pg 849) American Journey - (5 Minutes)
IV. Read Primary Source – Senator McCarthy Speaks out (Joseph McCarthy)
Answer Guided Reading Questions (10 Minutes)
1. To whom does McCarty refer when he talks about those who are torturing American soldiers?
2. Why does McCarthy criticize the president?
V. Find in the Human Legacy World History book - 3 other times where “witch hunts” have taken place and why? Document these instances.
(Hint: Anywhere there is tension or where two sides disagree, usually one side wins by accusing the other of a wrong doing.)
VI. Create a Historical propaganda poster that reflects the fear of the Communists in 1950s society. Feel free to use modern day advertising to reflect Cold War Fears.
For help understanding a propaganda poster, ask Mr. Waido.
ADVANCED HISTORY CHALLENGE –
Do a historical inquiry of “witch trials” that have happened throughout history. Make sure to answer who, when, where, how, and why people were being tried? Do “witch trials” still exist in today’s world?
Students can write an essay, create a skit, write a poem or a song, create a poster, make a home-made movie, etc.
Students may also create their own inquiry to further their knowledge of history. All topics must be approved by Mr. Waido.
*Required for Honors History (see Waido for details)
E-mail me your thoughts at mwaido@psdschools.org
Lesson 8
Sputnik and Eisenhower
By Michael Waido
Core Knowledge Sequence
The Eisenhower Years
Secret Operations, CIA, FBI counterespionage, J. Edger Hoover, U2 Incident
Soviet Sputnik satellite, “Missile Gap” Yuri Gagarin
Eisenhower’s farewell speech, the “military industrial complex”
Best Practices
Social studies reading should include engaging real world documents and not just textbooks.
Journal Entry:
(Ten Minutes) Read America in the 1950s pg 860-862
Who were – Dwight. D. Eisenhower and Nikita Krushchev
Reading Primary Sources – Sputnik by Richard Davis
Answer Guided Reading
Does Davis seem to believe that the United States’ space program is really inferior to the Soviet Union’s?
How did the Sputnik launching affect the United States’ space program?
What is an ICBM?
Cold War Origin Test
In your journals
1. Name 3 reasons why the U.S. might be suspicious of the Soviet Union?
a.
b.
c.
2. Name 3 reasons why the Soviet Union might be suspicious of the United States?
a.
b.
c.
Please use the following vocabulary to give me a summary of the origins of the Cold War. Each word is worth ten points…
Please UNDERLINE the words for points!
Content Vocabulary
United States, Soviet Union, democracy, communist, Iron curtain,
Truman Doctrine, containment, Marshall Plan, Berlin airlift, Red Scare
After you are done, please give yourself a grade for your Journal.
Please write
I deserve a/an _ for my journals for the semester.
These are things to consider when I assess your journals.
The five Pirate R’s
Are you answering the prompt?
Are you writing the date?
Are you writing with authority?
Are you using your resources?
Are you giving me your best effort?
I’m not waiting for the world to change, I’m going to change the world with you! -
J. Resources, Works Cited, Bibliography __
Appleby, Joyce Oldham. American Journey: Teacher's Wraparound Edition. Columbus, OH: Glencoe/Mcgraw-Hill, 2004.
Foundation, Core Knowledge. Core Knowledge Sequence- Content Guidelines for Grades K-8. Charlottesville: Core Knowledge Foundation, 1998.
Garcia, Jesus, Frances Powell, and Frederick Ringer Lorna Mason. Teacher's Annotated Edition America's Past and Promise. United States of America: Mcdougal Littell, 1997.
Ramirez, Susan E., Peter Stearns, and Sam Wineburg. Holt World History: Human Legacy: Modern Era. Austin: Holt Rinehart & Winston, 2007.
Organizational items: materials needed, orders to fill, permissions, etc